State Standards: RI Middle School GSEs Earth and Space Science
ESS2: The earth is part of a solar system, made up of distinctive parts that have temporal and spatial interrelationships.
ESS2.8- Systems and Energy/ Patterns of Change:
Explain temporal or positional relationships between or among the Earth, sun, moon (e.g. night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g. moons, tides, orbits, satellites).
Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by:
a) Using models to describe the relative motion/ position of the Earth, sun and moon.
b) Using a model of the Earth, sun and moon to recreate the phases of the moon.
Standard 4: Scientific Connections and Applications: The student produces evidence that demonstrates understanding of:
S4e: Impact of science, such as historical and contemporary contributions; and interactions between science and society.
National Standards:
Teachers of science plan an inquiry-based science program for their students.
Teachers of science guide and facilitate learning.
Teachers of science engage in ongoing assessment of their teaching and of student learning.
Teachers of science design and manage learning environments that provide students with the time, space, and resources needed for
learning science.
Context for the Lesson:
The purpose of this lesson is to assess the students' knowledge in the following areas:
Ancient clocks
Ancient observatories:purpose for scientific findings
Duration of time of a lunar month and a solar year.
How many full moons are there in a normal year. (What is a blue moon?)
Be able to draw and label the eight moon phases and be able to draw a model including the eight phases and their positions around the earth with respect to the sun.
The difference between a new and full moon.
Understand why we only see one side of the moon.
The test will be given after a short period of time, where the students will be allowed to ask any questions they may have before taking the test.
Opportunities to Learn:
On the test, I will assess the students' knowledge by asking a variety of questions. There will be comprehension questions that involve visual connections of ideas, simple definitions, and application of ideas and concepts into the production of a model. These questions will compose all three depth of knowledge areas. Material in the test will be drawn directly from material in the class, and will aim to connect ideas from lessons ranging throughout the entire unit. Some questions will draw from the labs and demonstrations, and will even simulate an exact representation of the lab or demonstration.
Objectives:
Understand the interrelationships between the sun moon and earth, through time measurements (sundial, moon phases/ lunar month, solar cycle/ year).
Collaborate the time measurements with ancient civilizations' discoveries and scientific accomplishments. Answer the question, "What led to our accurate calendar?"
Connect the information to interesting real life events (eclipses) and create some interest and build understanding through application of knowledge.
These objectives will be accomplished through the test questions. I will try to ask questions that connect scientific discoveries to their eventual purpose and importance today. For example, "How did people use the moon to measure time?" "What role did this measurement have in the creation of a modern calendar?" "How many lunar months are there in one solar year?"
Each question will be worth a designated amount of points based upon the depth of knowledge required. The more critical thinking required by a question, the more the question will be worth.
Opening (10-15% of lesson):
The beginning of the class will be used for answering any questions that the students have. I will also review a few concepts that I consider to be important. I will ask a few questions that will relate somewhat to the content of the test, that will help the students. Through the questioning, I will activate some prior knowledge and hopefully make a few connections with the material that could help them through the test.
The test will be administered under the conditions that the class rules will be followed: no talking, place folders between you and your neighbor, look at your own paper, if you have a question raise your hand, when you are finished read silently. I will proctor the exam by walking around the classroom, answering questions, and assuring that the rules are maintained. I will also remind the class of how much time remains to complete the test.
Closure (20-25% of lesson):
Once a student completes the test, they will be reminded to read silently until the class is over. I will again remind students when time is running low. I will collect the tests with a few minutes left in the class, to ensure that there are no distractions to students taking the test when the class suddenly ends.
Assessment:
The test will be measured out of 100 points. This summative assessment will be the major assessment article for the unit. The assessment of this unit will strive to demonstrate the following relationships:
Demonstration of an understanding of interrelationships between the Earth, sun, and moon.
Using models to describe the relative motion/ position of the Earth, sun and moon.
Using a model of the Earth, sun and moon to recreate the phases of the moon.
Exploring historical and contemporary contributions to science.
Exploring interactions between science and society.
Determining units of time associated with the sun and moon, and how they are used in conjunction with ancient observatories and the evolution of time measurement.
Title: Unit test
GLEs/GSEs:
State Standards: RI Middle School GSEs Earth and Space Science
ESS2: The earth is part of a solar system, made up of distinctive parts that have temporal and spatial interrelationships.ESS2.8- Systems and Energy/ Patterns of Change:
Explain temporal or positional relationships between or among the Earth, sun, moon (e.g. night/day, seasons, year, tides) or how gravitational force affects objects in the solar system (e.g. moons, tides, orbits, satellites).
Students demonstrate an understanding of temporal or positional relationships between or among the Earth, sun, and moon by:
a) Using models to describe the relative motion/ position of the Earth, sun and moon.
b) Using a model of the Earth, sun and moon to recreate the phases of the moon.
Standard 4: Scientific Connections and Applications: The student produces evidence that demonstrates understanding of:
S4e: Impact of science, such as historical and contemporary contributions; and interactions between science and society.
National Standards:
Context for the Lesson:
The purpose of this lesson is to assess the students' knowledge in the following areas:- Ancient clocks
- Ancient observatories:purpose for scientific findings
- Ancient civilizations
- Units of time associated with sun and moon.
- Length of sun and moon cycles
- Vocabulary
- Calendars: significance, evolution of, creation by.
- Duration of time of a lunar month and a solar year.
- How many full moons are there in a normal year. (What is a blue moon?)
- Be able to draw and label the eight moon phases and be able to draw a model including the eight phases and their positions around the earth with respect to the sun.
- The difference between a new and full moon.
- Understand why we only see one side of the moon.
The test will be given after a short period of time, where the students will be allowed to ask any questions they may have before taking the test.Opportunities to Learn:
On the test, I will assess the students' knowledge by asking a variety of questions. There will be comprehension questions that involve visual connections of ideas, simple definitions, and application of ideas and concepts into the production of a model. These questions will compose all three depth of knowledge areas. Material in the test will be drawn directly from material in the class, and will aim to connect ideas from lessons ranging throughout the entire unit. Some questions will draw from the labs and demonstrations, and will even simulate an exact representation of the lab or demonstration.Objectives:
These objectives will be accomplished through the test questions. I will try to ask questions that connect scientific discoveries to their eventual purpose and importance today. For example, "How did people use the moon to measure time?" "What role did this measurement have in the creation of a modern calendar?" "How many lunar months are there in one solar year?"
Each question will be worth a designated amount of points based upon the depth of knowledge required. The more critical thinking required by a question, the more the question will be worth.
Opening (10-15% of lesson):
The beginning of the class will be used for answering any questions that the students have. I will also review a few concepts that I consider to be important. I will ask a few questions that will relate somewhat to the content of the test, that will help the students. Through the questioning, I will activate some prior knowledge and hopefully make a few connections with the material that could help them through the test.Engagement (60-70% of lesson):
Unit TestThe test will be administered under the conditions that the class rules will be followed: no talking, place folders between you and your neighbor, look at your own paper, if you have a question raise your hand, when you are finished read silently. I will proctor the exam by walking around the classroom, answering questions, and assuring that the rules are maintained. I will also remind the class of how much time remains to complete the test.
Closure (20-25% of lesson):
Once a student completes the test, they will be reminded to read silently until the class is over. I will again remind students when time is running low. I will collect the tests with a few minutes left in the class, to ensure that there are no distractions to students taking the test when the class suddenly ends.Assessment:
The test will be measured out of 100 points. This summative assessment will be the major assessment article for the unit. The assessment of this unit will strive to demonstrate the following relationships: